RotorSafety ... Helicopter Rotor Tips

This blog is intended to discuss the latest information affecting helicopter safety and training with an emphasis on training. Training is the key for all types of helicopter operations from the obvious learning to fly to the experienced pilot refreshing his/her perishable skills.

Monday, January 25, 2016

Do you ask yourself “Why do I have to train…again?” After you have all the initial ratings you
planned and you finally have that job you have worked so hard to get; why do
you have to continually have to train?
Does training really matter?

If you are a flight instructor in aircraft or simulators, do
you ask yourself “Am I making a difference?”
Is this just a job, a stepping stone, or is it truly accomplishing
something important?

A primary instructor will shape the way the students will
perform throughout their flight career. A student will tend to imitate
his or her instructor. Students will not remember everything, but they will
remember how the instructor responded to events and critical situations. Quite
often techniques shown by the instructor will be remembered and repeated by the
student. It is a critical responsibility for the instructor to uphold the
correct standard in demonstrating maneuvers and teaching technique. Short cuts may lead to a habit that is hard
to break later on and negative learning can easily occur if the flight
instructor does not maintain standard procedures and protocols. Normally, instructors lose track of students
after training is completed so it is difficult to realize the positive effects
of the training in the long term.

In a similar manner, advanced instructors in aircraft or
simulators provide the catalyst that brings the knowledge, experience and
procedures together in a package that reminds pilots of what needs to be done
in the every day flight and in those situations where nothing goes as
planned. These instructors also have a duty to maintain
the standards. They also have an
opportunity to recognize lapses in proficiency and disruptive habits. Often advanced training focuses on a new
aircraft or new technology, but where the big difference comes is reviewing the
basics that are not repeated on a daily basis.
By nature we are a VFR industry, so instrument procedures are not
routinely practiced except in a training situation. Emergency procedures such as tail rotor
failure are best practiced in a simulator.

Last week, I received a call from a pilot who said “Your
training just saved 2 lives.” He proceeded
to tell the story of how he and another pilot were ferrying an aircraft across
country. They had some delays in
starting the trip and felt compelled to push the timeline as much as
possible. When getting close to their
destination, they encountered unforecasted IMC.
Visibility quickly dropped to zero.
They made the decision to declare an emergency and get vectors to a
nearby airport.

That sounds routine to most of us, so why was this
special? He continued to describe his
event with complete honesty. He said “I
know if I had not just completed Inadvertent IMC training in the simulator, I
would have made another decision.” He
admitted to fatigue and a desire to get home as a factor. He realized he may have made some poor
decisions in pushing the timeline, but when faced with a bad situation, he
reverted to his training. He talked
about his experience in the simulator as being a reminder that his instrument
skills degrade without practice. He
referred to a CRM module that reinforced decision making and situational
awareness. He and his copilot found
themselves in a situation where egos and a desire to complete the mission were
not going to work.

In another incident a pilot told me of a mechanical failure
he had during a routine flight. The
emergency procedure called for “land as soon as possible”. The incident was in a very influential
neighborhood that was not helicopter friendly.
The residents did not like helicopters or noise. Pilots had been instructed by their
supervisors to avoid the area whenever possible and their careers could depend
on keeping those residents from noticing any flight activity. So his
dilemma was a critical decision between following procedure or following
protocol. He told me that because of his
training he knew what could occur if he did not follow procedure. He remembered the consequences of not
following a procedure during a training session in a simulator. He was trained not to repeat the
mistake. The emergency landing in a
country club was uneventful except for paperwork and some political
explanations.

All of us can remember if we choose to admit it, that we
made decisions in flight as a result of our training. If you think back to your own training, you
can remember your instructor’s voice repeating instructions over and over. You can remember acronyms and procedures your
instructor shared with you. The
procedures and discipline taught by those instructors stays with you. Sometimes the memory only comes out when
circumstances are repeated. That déjà vu
sensation reminds you to fly as you trained.
Each time this happens the training received is making a difference in
the outcome.

In the several decades, I have been providing training, only
a handful of pilots have come back and admitted that they recognized that
training had been critical to their survival.
In most cases, instructors will not know how often the training they
provided makes a critical difference in the outcome of the flight. An NTSB Board member once told me that you
never know how many accidents you prevented or lives you saved, but rest
assured, YOU ARE MAKING A DIFFERENCE.

Monday, November 16, 2015

The Real Deal:

In February 2014, the National Transportation Safety Board (NTSB) released a safety alert recommending simulator training for helicopter operators (bit.ly/ntsb-helisim). Safety through Helicopter Simulatorscited several examples of how simulator training using real-life scenarios could have prevented fatal helicopter events. Simulators provide large and small operators with a variety of training options that are cost-effective, realistic, and can be tailored to specific mission profiles. And simulator training will not put your pilot or aircraft at risk. Building simulation

training into your safety and training program is simply the right thing to do. Still, if you’re new to simulator based training, getting started can be confusing. What should you look for in simulator-based training? Should you build your own program or choose a vendor? What kind of training is best? How does training credit work? Let’s look at what you can do to get the most out of your investment in simulator-based training.

A Long Time Coming

Simulator training has proven itself in other aviation sectors for decades, but it took longer to gain traction in the helicopter world. Demand was not obvious. Helicopter operations had traditionally been conducted literally under the radar of most aircraft and simulator manufacturers, and training remained unstructured. Sikorsky and the larger Bell aircraft had simulation options available, but there was little impetus to bring other options online in a timely fashion. However, as the helicopter industry has matured, so too has the demand for more high-tech training. The number of oeprations are increasing, technology is expanding, and mission profiles are being added. Moreover, accident investigations started to reveal a lack of effective, standardized training for common hazards. It has taken almost a decade for scenario-based simulator training to be made available to the majority of commercial helicopter operators, but today there are a wide range of helicopter simulator options available. Most operators — with a little strategic planning — can take advantage of simulator training to improve their operational safety.

Simulators: The Facts

The most basic question
that pilots and operators ask about simulator based training is this:
can simulator experience substitute for training conducted during
flights?

Actually, simulators
offer more comprehensive, cost-effective training at lower risk
to the aircraft and trainee. When using a simulator,
emergency scenarios can be played out in a way that you could never
do in a real safety alert, “During flight training, it is difficult
to recreate the element of surprise and the realistic,
complex scenarios that pilots may experience during an emergency.
Without simulators, viable lesson components may be limited.” Without
the benefit of simulator training, even high-time pilots may never
have the chance to practice an entire emergency procedure to
completion. Simulator scenarios can be tweaked so that the trainee
doesn’t always know that, for example, an autorotation is coming or that
the warning light will eventually lead to an engine failure. In
addition, simulator training offers pilots increased authenticity and
the chance to safely experience the consequences of their decisions:there’s no need for the instructor to take
over when the flight goes awry. In this way, simulator training
better prepares pilots for real emergencies and unexpected hazards.

Another advantage of
simulator training is that it’s safe for both the pilot and
aircraft.

Indeed, training in
an actual helicopter can stress the aircraft or put it at risk.
Finally, simulator training can often be more efficient. When
practicing approaches, for example, there is no need to reposition
the aircraft before another attempt. If a student needs additional repetition on a procedure, the
reinforcement can occur immediately. Costs for simulator training
will depend on several factors, including the type of training and
the type of simulator. However, when comparing costs for simulator
and aircraft training, consider that training in a helicopter will
take the aircraft (not to mention the instructor) out ofrevenue-generating operations for
the length of training, and often longer when adding dual controls.
You should also take in account the cost of fuel and wear and tear to
the aircraft.

The Essentials of Simulator Training

When deciding on
simulator training, the most important factor is that the program
suits the needs of your operation. Your simulator training program
should teach the scenarios that fit your operational
profile, including mission, visual flight rules or instrument flight
rules, day or night, and geographical properties, such
as high-altitude or over-water flights. Simulators are most
effective when specific to both aircraft and mission; however, the
mission-specific factor is actually more important than aircraft specific.Developing pilots’ critical thinkingskills through exposure to scenario-based
training is viewedas a factor in decreasing accident rates.
When you combine scenario based training in an
aircraft-specific simulator, almost any type of training canbe accomplished forinitial, recurrent, and human-factor training requirements.

Leasing Simulator Time

Your first decision in
developing your simulator training program may be whether you should
build your own training or use a training vendor. In this case, the
choice is simple. Do you have the staff resources to build
and instruct a training program? If the answer is yes, or even maybe,
then the option to “dry” lease simulator time can be cost-effective,
and the scheduling options for leasing simulator
time can be more flexible as well. Building a training program around the simulator is not as difficult as it sounds. There are resources and sample programs to get you started. To be eligible for FAA credit, a Part 135 operator must get his FAA principal operations inspector (POI) to approve the training program. This can be accomplished fairly quickly if you use a standard course template approved for similar operations. Some operators will share their approved courseware; the simulator provider may also offer generic and sample training programs. Once you have a standard template, it is important to
adapt the simulator scenarios to reflect
actual missions or routine flights
within your organization so pilots
receive training on the conditions
they will face in the field. Some operators
have used information from incident
and accident reports to create
training scenarios. Once the scenarios
are in place, they can be adapted for
new situations and pilot
competency.

Turnkey Solutions

If you don’t have the
in-house staff to develop your own simulator training, you can choose
from a number of providers. One advantage of this approach is that
the cost is usually fixed: initial and recurrent courses have set
rates and schedules. The company will provide all of the training
materials and instructors, as well as the simulation. In some
cases, aircraft are available to supplement the
simulation. If you have recently
purchased an aircraft, you should
know that some manufacturers have
added simulation to their training
offerings. In some cases, additional
training options are available that
include mission specific recurrent
training or special equipment such as
night-vision goggles.

Match Training Scenario to the Mission

When considering
simulator training, many first look for a simulator based on a
particular aircraft. However, a causal factor in most accidents is
not the pilot’s unfamiliarity with the aircraft. Rather, most
accidents involve poor pilot decision making because of distractions
and human factor elements. For example, a pilot’s decision to press
on in inadvertent instrument meteorological conditions (IIMC) is more
about that pilot’s reaction to unfolding events than his or her
expertise in flying a particular aircraft. It’s great if you can
match your simulator training to the types of aircraft in your
operation. However, in most cases, matching the training scenarios to
the typical missions flown by your pilots is even more important.
Whether you are building your own training program or
purchasing an off-the-shelf product, put some time into thinking what
you want your pilots to practice. Scenario based training should
include the typical scenarios faced by your pilots, with aircraft
malfunctions and environmental distractions added in.

If all of your flights
are offshore to oil rigs, then your training scenarios should include
these types of flights and the accompanying “standard” emergencies,
such as ditching. If a typical mission for your operation is to
navigate through mountainous terrain to small, unlit landing zones,
your training scenario should incorporate these features, providing
pilots with the challenge of maintaining situational awareness while
making good decisions. The same is true for practice in cold weather
operations, high and hot situations, and IIMC — the latter being a
common event in almost all geographical locations and a factor in the
highest percentage of fatalities in helicopter accidents. Almost any
situation, distraction, or environmental obstacle can be depicted in
a simulator. The goal in these cases is to establish a pattern
of critical thinking skills in unexpected or unfamiliar circumstances
— building confidence and professionalism, which ultimately leads to
safer decisions.

Technical Lowdown of Training Credits

There are two categories
of devices recognized by the FAA to provide flight simulation
training. A flight training device
(FTD) is a non-motion trainer that replicates a
specific aircraft, including instruments, equipment, panels, and
controls, in an open or closed flight deck. A full flight simulator (FFS) is the
most advanced type of flight simulation available to pilots
and training institutions. An FFS has a motion base and includes a
full replica of a specific make, model, and series of aircraft
cockpit. All aerodynamics, flight controls, and systems must perform
as the actual aircraft would

in flight. More information
about the different flight simulation training devices approved by
the FAA is listed below.

• All controls, switches, and knobs must physically replicate
aircraft control operation

• Visual system must provide cross-deck viewing from both pilot
seats

• Vibration cues are available to enhance realism of training
experience

Full-Flight Simulators (FFS)

FFS Level B • Requires at least a three-axis motion platform

• Visual system responds to pilot input of controls within 300
milliseconds

FFS Level C • Provides motion platform with all six degrees of freedom

• Simulator controls must replicate feel of aircraft

• Visual system responds to pilot input of controls within 150
milliseconds

• Visual system has 180-degree field of vision; can replicate
visual illusions for landing, dusk, daylight, and special weather situations

FFS Level D • Provides motion platform with all six degrees of freedom

• Simulator controls must replicate feel of aircraft

• Visual system responds to pilot input of controls within 150
milliseconds

• Visual system has 180-degree field of vision; can replicate
visual illusions for landing, dusk, daylight, and special weather situations

• Motion and aural effects are available to enhance the realism of
the training experience

In each case, as the
simulators go up in complexity, they provide a more realistic
training environment in terms of the flight systems, visual display,
motion simulator, and cockpit

environment. The highest
level, FFS Level D, provides a motion platform capable of moving in
all six degrees, a visual system with a view of 180 degrees, and a
number of special motion, visual, and aural effects to provide a realistic
cockpit environment. The FAA awards training credit to pilots
who complete an approved training curriculum according to the level
of training device used. The amount of training credit is subject
to the interpretation of the POI and may reflect differences based on
type of operation or unusual environmental challenges.

Many operators have
questions in regard to the training credit allocated in different
devices. The final decision as to the amount of training credit for a
Part 135 operator is entirely the decision of their POI. In general, however,
the more complex simulators receive the higher amounts of
training credits. For example, almost everyone gets 100 percent
training credit for work done in a Level D FFS, which is used by Part
121 airline operations and many

Part 135 corporate
fixed-wing operations. This level of simulator is also the most
expensive. Credit obtained for training in a Level B or C FFS depends
on the equipment capability and the
decision of the POI.

Another factor in
choosing your simulator is cost. In general, the more complex
simulators are more expensive. This is why it’s important to review
your budget and think about what you want to get out of the simulator
training. For example, there is a significant difference in
the operating costs of a Level D FFS and a Level 7 FTD. It can be
very cost effective for an operator of single engine aircraft (Airbus
Helicopters AS350, Bell 206, and Bell 407) to use

the Level 7 FTD.
Training credit for a Level 7 has been equal or better than a Level B
full-motion simulator and costs a lot less to use. The latest
technical advances in simulator visual systems provide a very
realistic training environment. There are a number of Level 7
FTDs for single-engine helicopter training, and training credit
ranges between 80 and 95 percent, depending on the operator and the
POI.

A Level 6 FTD gets
a slightly lower training credit as it usually does not have a seat shaker
or vibration in the simulation. Anything below a Level 6 will
definitely have training value; however, FAA training credit varies
significantly. Some operators have expressed concerns about
receiving anything less than 100 percent of the training credit.
However, if you consider that most operations require some sort of
local area orientation flights, the difference can easily be made up
in the aircraft at minimal cost.

Plan Ahead for Maximum Payoff

There is no
one-size-fits-all answer to simulator training. But there is
an answer that will fit most operations and budgets — and, as the
NTSB has stated, “Consistent, standardized simulator training will
help prepare pilots for the unexpected and will decrease the risk of
an accident.” To get the most out of your investment in simulator
training, develop specific goals for the training that match your
operational challenges. Then research the most cost-effective means
to meet those goals. There are many resources to help you get started
in building an effective simulator training program — and eventually
a safer flight operation.

Tuesday, July 14, 2015

Controlled Flight into Terrain (CFIT) still remains high on
the list of types of accidents. CFIT by
definition occurs when an airworthy aircraft is flown, under the control of a
qualified pilot, into terrain (water or obstacles) with inadequate awareness on
the part of the pilot of the impending collision.

There are many ways to prevent CFIT accidents especially
with new advancements in technology, but instructing to prevent these
occurrences has often been overlooked. In order to teach about CFIT, we need to
review the basic factors that lead to a CFIT situation. The first key factor is that the pilot had
inadequate awareness of the impending doom.
Reviewing the events that lead to this lack of awareness and a risk
mitigation strategy can be incorporated into most training programs at both the
student and commercial levels.

More than half of the CFIT accidents occur in reduced
visibility or IMC conditions. Most
training programs at all levels include discussion on avoiding IMC conditions. Training should always include review and
practice on the procedures after encountering IMC. The focus must be on the maintaining a
discipline to follow procedures. In all
levels of training, the discipline comes from repeated practice using actual
scenarios. The scenarios can be
developed from actual accident reports or from normal flights that suddenly
encounter reduced visibility. Many CFIT
accident reports have shown that pilots continued to fly into unsafe conditions
while trying to get below the weather rather than follow procedures. Whatever scenarios are used, they should be
repeated until the student or pilot in training reacts automatically with
standard procedures. Scenarios should be
briefed, flown and then debriefed to confirm the recognition of the risk and
mitigation.

Another major contributor to the loss of awareness in flight
is distraction. Distraction can have
many sources and is often unrecognized by the pilot until it is a crisis. A clear method to avoid distraction is to
identify possible distracters. One issue
that has proven to be a problem is the unfamiliarity with technology in the
aircraft. Optional equipment for radar,
terrain awareness and ADS-B can be very helpful in avoiding unsafe situations;
however the pilot must be comfortable using the equipment. There have been many accidents where the
technology was installed but either not used or used incorrectly. Distraction resulted from the pilot trying to
identify what he/she was seeing on the screens and trying to relate it to the
circumstances outside of the aircraft. In
order to mitigate this risk, the focus should be on training in the use of the
equipment utilizing scenarios that build confidence in its use. This is the same basic principle as learning
to trust your instruments when flying IFR.
Training in the advanced technology using actual scenarios builds a
comfort level that allows the pilot to recognize, understand and trust what the
equipment is saying. Recognition of the
situation allows the pilot to make the conscious decision to maintain
disciplined procedures.

Distraction can also come from mechanical failures. In primary training we teach the basic skills
for recovering from loss of power or malfunctions of components. We normally train these events over and over
until the student is “programmed” to react appropriately to the situation. Sometimes in advanced training when flying
more complex aircraft, the training lacks the “programming” of the pilot. Complex aircraft don’t always offer the ability to safely
practice malfunction scenarios without significant risk to the airframe. In complex aircraft, touchdown autorotations
or tail rotor failures are not demonstrated in a training scenario. Without practice in abnormal and emergency
procedures, pilots may hesitate when faced with an actual emergency. Confusion and distraction often occurs from
the pilot trying to remember and respond with the correct actions. So
once again, training should include actual scenarios with aircraft specific
procedures.

Human Factors can play a major role in distraction leading
to CFIT. Personal distractions such as
stress, fatigue, illness or boredom can have serious consequences. Then there is distraction from personal
devices like cell phones and tablets.
Personal technology devices have been proven to be fatal distractions in
all types of transportation accidents.
Training to prevent human factor and personal distractions can be as
simple as building a foundation for professional discipline. Training sessions can focus on the ability
to recognize a loss of situational awareness and reinforce checklists and
procedures.

Simulators are very effective tools for presenting scenarios
that cover many distractions in actual environments with little risk to persons
or aircraft. The key is to build
scenarios that fit the situations and practice until the pilot is skilled and
confident. Simulators are being used to
train the hard skills needed to perfect flying technique and the soft skills
necessary to avoid distractions.
Scenarios designed for simulator training are often a bit more complex
than those in aircraft training because the physical risk factor has been
removed.

Training to reduce distractions increases the overall
awareness of pilot to situations that could result in a CFIT event. In some regions, regulatory agencies require
annual training in CFIT prevention.
There are a number of reference documents available for review by
instructors and pilots. The FAA has an
Advisory Circular (AC 61-134) that outlines Controlled Flight into terrain
Awareness. The Flight Safety Foundation
has a CFIT Checklist risk assessment tool.
HAI has incorporated a “Land and Live” campaign that encourages pilots
to simply land if conditions are not safe to continue the flight.

Controlled Flight into Terrain can be avoided with regular
training activities that build the foundation and remind us of the requirement
to stay vigilant. If we practice, CFIT
can become extinct.

Friday, June 5, 2015

Training is the key to most of the success as well as the safety
in helicopter operations; however it has been often overlooked for economic
reasons. Some people think of training
as only the ab-initio student pilot which of course is very important in
establishing the foundation for solid skills in the future. Training beyond the initial ratings varies from
region to region due to significant differences in minimum standards set by
regulators. There is also a considerable
range of training standards across the industry sectors. In many cases advanced or recurrent training
is totally ignored unless expressly dictated by regulation, customer
requirements or insurance. Historically
this deficiency had not severely impacted the industry until the introduction
of complex technology in the aircraft.
Despite the evidence that most accidents were determined to be a result
of pilot error often due to poor decisions, advanced training standards
improved very little in many areas across the industry – until recently. The industry has taken the lead in developing
realistic standards and effective training techniques. The International Helicopter Safety Team
(IHST) continues to address some of these issues in various publications and resources. The Helicopter Association International
(HAI) Training Committee is also working on projects recognizing that training
has a higher priority as missions and equipment become more sophisticated.

As helicopters operations
continue to evolve so do the aircraft.
Complex technology is changing our aircraft and increasing our need for
training. Now we have become firmly
established in the century of technology.
We think nothing of purchasing the latest smart phone or tablet and
engrossing ourselves in hours of amazement and networking. New aircraft are not simply flying machines,
they are smart machines. Smart machines
that require an advanced skill set to operate successfully and safely. Unlike the other high-tech devices to which
we have become accustomed, if not addicted; high tech aircraft systems cannot
be learned in the leisure of the home or office.

So how do we address this developing requirement? There is not one answer to address all of the
situations. Training is the fuel or power source for the
industry. It has different
requirements for each aircraft class and industry sector. In starting with the basics, student pilots
should prepare for advanced operations in specific sectors as well as learning
how to fly. Student pilots are learning
skills and maneuvers to pass a check ride or flight test. The critical piece to add at this stage of training
is the discipline to follow checklists, procedures and policies. A strong professional discipline facilitates
the ability to make good decisions in challenging situations. This discipline also provides a structure for
increasing the pilot workload as more complexity is introduced. It is also important that we accept that we
are never finished with our training.
Each completion simply takes us to the next level.

The skills we learn as student pilots can take us through our
entire career, however many skills are perishable and must be refreshed on a
regular basis. The need for refreshing some
skills such as instrument proficiency has been widely recognized in all of aviation
for many years. Most other skills have not been acknowledged
as being perishable so it is important to note that any skill not practiced on
a regular basis may be perishable over time.
Some additional examples of perishable skills may include autorotations,
use of advanced avionics, or flight into confined areas. Recurrent training to be effective should
include all the perishable skills that may be needed for the operation.

The use of simulators has proven to be very effective for
maintaining proficiency. Pilots can be
trained to manage the systems and avionics in actual aircraft during normal
operation, but when it comes to abnormal operations and emergencies, this
becomes risky to both pilot and aircraft.
Then if we add challenging locations such as mountainous terrain, over
water or a high-rise city environment training in an aircraft can become more dangerous. Simulation is playing an increasingly
important role in providing the environment for learning and maintaining the
skills necessary for flying specific operations in complex aircraft. This is where scenario based training
specific to the mission and the location is most important. Training to a specific type of operation in
a variety of weather conditions and environments prepare pilots to handle almost
all the situations they will be encountering.
In the last few years, simulation has been become more available and is
currently in use by the aircraft manufacturers, large training providers and many
of the most successful operators. In the
United States, the NTSB recently issued a safety alert stating that the “Use of
simulators can prepare helicopter pilots for emergencies and prevent
accidents.” The value of simulators is
widely recognized now in Europe, United States, Canada and Brazil.

All of the factors that lead us to require a higher standard
of training for pilots are just as applicable to the maintenance
personnel. Maintenance technicians are
also faced with theses “smart” flying machines that require more technology
based maintenance, sophisticated equipment and tools. Training maintenance personnel has wider
range of standards than pilots. In some
regions, there are no maintenance training requirements that separate fixed
wing from helicopters and in other regions aircraft specific training is
mandatory. These issues are also on the radar for the
IHST and HAI Training Committees as well as the US NTSB. Airframe and engine manufacturers have
enhanced their training and in partnership with industry are providing more
availability of model specific courses.

It is important to recognize the individual needs of
training with respect to the level of proficiency, the environment to be flown,
the specific mission, and the complexity of the aircraft. Training insures that pilots and mechanics are
prepared to handle whatever situation is encountered in the rotorcraft environment. It is the fuel that will insure the future
success of our industry.

Friday, May 22, 2015

Training is
a key element in maintaining safety in our daily flight operations. One of the most indefinable areas of training
is the recurrent segment, despite the fact that this may be the most effective
area for mitigating risk and maintaining proficiency.

During
recurrent training and flight reviews we are tasked with training to
proficiency. Proficiency can be
interpreted at many levels, but most often it is kept to the minimum standards
stated by regulation. The FAA defines
proficiency as “the outcome of the maneuver is never in doubt, be it a
standards maneuver or emergency procedure.”
Some training standards will specify maneuvers and tasks that
demonstrate meeting these requirements.

It is what
is beyond these stated standards that should be considered most relevant to our
safety. Proficiency should be taken to a
personal as well as a professional level.
If we can determine by an honest self-appraisal, the knowledge and
performance that require additional training, our competency will improve. Practice in specific areas that we recognize
as needing improvement will enhance our ability to make more confident
decisions in all situations including emergencies.

Most of the
time, this does not require a major change to standard training programs. Each training session should allow for the
pilot to request practice and/or training in skills or maneuvers that might lose
proficiency over time. There are many
skills that fall into a “perishable skill” list especially when regular flight
time does not meet certain conditions.
The most obvious of these is flight in low visibility conditions. IFR and inadvertent flight into IMC are frequently
addressed as an area of additional training.
Other perishable skills are often overlooked. Maneuvers
and equipment not employed on a regular basis such as autorotations or night
vision goggles may not be sufficiently addressed in recurrent training. Normal
training sessions might avoid emergency procedures that are difficult to replicate
in an aircraft without significant risk.
This is an area where scenario based training in flight simulators is extremely
effective. Most risk factors including
visibility restriction and emergency procedures can be practiced to proficiency
in simulators.

Beyond the perishable
skills, consideration should be given to the areas where the pilot may have
limited experience especially when changing jobs or locations.A pilot flying specific routes such as tour
operations may not be comfortable with overwater flights to a platform with no
land in sight.Specific geographical
areas and terrain may offer different challenges to different pilots.A pilot flying offshore for a considerable
period of time might find a lack of proficiency when switching to a mountainous
flight environment.A law enforcement pilot flying in a remote
area may be uncomfortable with the communications procedures when moving to a
congested environment.All of us can
recognize areas where our experience is limited.Many companies have established training
programs that include specific requirements based on the type of operation
certification, however in some areas this is vague and does not take in
consideration a lack of recent experience.Since conditions vary significantly in different types of operation,
training should include anything that is unique along with the typical.Proficiency in training should include the
particular environmental requirements that fit the situation.

Technology
proficiency is a whole new focus area for training. Switching from analog to a digital or glass
cockpit may take extra time for some pilots.
The reverse is also true. Pilots
with mostly glass cockpit experience may find difficulty in developing an
effective scan in an analog cockpit. Then
if we look beyond the original aircraft configuration, we find that new technology
is routinely being added to the aircraft.
New models of navigation, radar and terrain awareness equipment are
providing more accurate information and warnings. Most often as technology is added to an
aircraft, training is minimal. The
technology itself can be a great asset to safe operation; however lack of
proficiency can have the opposite effect.
There are numerous documented accidents that show, despite terrain
awareness equipment installed on the aircraft, warnings were either
misunderstood or ignored. In some cases
the equipment wasn’t used even though it was available. This can be attributed to a lack of
confidence in the equipment due to a lack of training. If we are not comfortable or trained on
high-tech equipment, most likely we won’t use it. Compare this to your computer, tablet or smart
phone. There are allot of great
features, you probably don’t use because you don’t know how. In an aircraft using technology proficiently
can reduce our workload. Without proper
training the same equipment can be a liability, distraction and ultimately
increase our workload.

Lastly let’s
consider how we interface with others.
Single pilot procedures can differ considerably from a multi-crew
environment. Military pilots that came
from a structured crew environment may feel challenged by a single pilot
operation. The same can be said for
pilots with a multitude of hours flying single pilot placed in a two pilot
cockpit with different procedures and split duties. Single pilot operation and multi-crew
coordination should be a part of training from both the operation and human
factor perspective. Consideration should
also be given to training in communication and multi-tasking that includes
interfacing with the non-flying crew that are prevalent in the law enforcement,
fire, rescue, air medical, and utility type operations. Proficiency in single pilot operations as
well as crew environments requires practice and discipline.

The most
important factor to takeaway is that training should meet the personal and
operational goals and requirements of the pilot in addition to any regulatory obligations.Proficiency is the expertise and confidence
in your ability to fly the aircraft in the specific operation, under all
circumstances and make professional decisions based on knowledge and a solid
foundation of skill.

Thursday, May 6, 2010

Everything in this year, decade, century is HIGH TECH including aircraft. New technology is not just in smoothing flight control inputs or fuel flow, but communication and visual technology that alert the crew to flight path, other aircraft and ground proximity. So how do we prepare pilots, crews for high tech?

In our daily lives we learn technology from friends, family, and just being adventurous. We learn our blackberry or IPhone apps through trial and error. We read "how to" books "for dummies'. We watch online videos and ask questions in online forums. If we make a mistake or "crash" a system we take to a local geek and get it fixed. This obviously does not work in aircraft - so what do we do?

To successfully teach technology we need technology. Experience has shown that training pilots and crews in simulators has proven to be the most effective technique for improving proficiency in aircraft control. What is not so obvious is the ability to make better decisions because of the practice sessions in the simulator. Simulator training is not just a course in maintaining control of an aircraft or understanding how the systems work. Simulators provide an ability to train in actual scenarios that are flown by the aircraft and the crew. Airlines and corporate flight departments recognized the value of simulator training more than 20 years ago. It is shown in the overall safety record of these aircraft operations.

Why not helicopters? Why did helicopter operators not jump on the simulator training band wagon? One reason was that helicopter manufacturers moved more slowly into the high tech world. Although a helicopter is truly an engineering marvel, the wizardry of advanced technology is relatively new. So now that the technology is here, the training is trying to catch up. Some of the new simulators are now available for both single and multiengine helicopters. Some of the medium and large helicopter had simulation available for years. Simulation was not available for smaller helicopters or some of the European manufacturers. This is all changing. Simulators are being developed for all of the most popular models. For example FlightSafety now has the Bell 206 in Lafayette and the AS350 AStar in Tucson. They are also adding the Bell 407 and EC135 later this year. These models are NVG compatible and offer the latest in the cockpit technology.

This new availability of simulators and scenario based training if kept at an affordable level appropriate to the customer base will have a positive effect on the safety as well as the economics of the industry.

About Me

This blog is intended to discuss the latest information affecting helicopter safety and training with an emphasis on training. Training is the key for all types of helicopter operations from the obvious learning to fly to the experienced pilot refreshing his/her perishable skills.